Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #3

* Third part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Methodological Framework for Research, Preliminary Implications, and the Conclusion portion of the paper.


Methodological Framework for Research

In order to ascertain what information should be used to develop a comprehensive sexual education curricula to be taught in public schools, a firm baseline of knowledge must be developed. It is proposed that a 2 page survey with optional telephone or in-person interviews should be used for data collection. It is vital that a diverse geographic area be chosen which will ensure the number of respondents needed and also gives more legitimacy to the data collected. The area chosen for this study is Clark County, Nevada which has a diverse population in both very large metropolitan and rural areas and has the fifth largest school district in the United States. This county has almost sixty high schools (magnet and charter high schools included) which allows for the response of at least 70,000 students (full high school student population was estimated as 89,438 as of 2012 so student population might be higher or lower based on community growth.) (no author, 2013) This survey should be given to all students who attend any public middle or high school in the selected county. The survey will be multiple choice and should be electronically scored.

It is recommended that the survey be presented to students on a Wednesday during second period (to assure the most attendance by participants) and that students should be given fifteen minutes to fill out the questionnaire. This recommendation means that students will receive the survey during classes that may not be focused on health; however, this will assure that the full student population is covered if all potential participants are given the survey at approximately the same time.

Confidentiality should be stressed to the students and questionnaires should be picked up by the teacher at the end of the period. Survey questions will contain questions on age of sexual initiation, behaviors used, sexual orientation and gender identity, negative consequences of sexual behavior, and related content including racial identity, relationship development and positive life skills. A survey was chosen over interviews as the best form of research as many people feel more comfortable with answering anonymous questions; it is a less expensive method of collecting large forms of data; and helps to eliminate evaluator bias as every participant gets the same questions. By using such a large group of participants, students who claim sexual diversity can have their thoughts heard and research can get a general idea of what percentage of the student population is gender or sexually diverse.

Preliminary Implications

There are a some potential implications for conducting this research and analyzing the results from data collected. As there doesn’t appear to be much research on diverse sexual orientation and gender identity, this study should give researchers a better understanding of what percentage of students who claim sexual or gender diversity other than heterosexuality. Current research tends to remove this data so the estimates of the statistics of sexual diversity are just that: an estimate. Having a better understanding of what the actual numbers are will give both educators and elected officials a real understanding of the human cost of ineffective sexual education for sexual diverse students. It is one thing to understand that sexual diverse students are most likely to have ‘negative consequences’ due to sexual behavior and imagining those consequences to be felt by a few or small group of individuals. It is another to recognize that the number of affected individuals is larger than assumed. If the numbers of sexually diverse adolescents tend towards the estimated population of American adults who claim sexual diversity, then the population would be estimated between 3.1% to 4.9%. (Gates, 2017) That suggests that possible numbers of sexually diverse high school students in Clark County, Nevada could be estimated as between 2,772 to 4,382 students. It must also be acknowledged that these estimates could be low as the negative social and economic costs to ‘outted’ sexually diverse adults can be quite high. This information should extend the research already collected on some forms of adolescent heterosexual behavior to a more complete picture on all forms of adolescent sexual behavior. Information gleaned from respondent data can then be used to develop a thoughtful and comprehensive sexual education curriculum for use in public schools. Having this information available to those who are attempting to create relevant and useful curricula for students is vital to their success. It is vital to recognize that there may be a small minority of students who will still not feel comfortable with the survey and may choose to not complete it or complete it with false information. However, it is hoped that due to the specific way that the survey is presented to students can help minimize this particular limitation in the data collected.

Another implication is that future researchers could feel more comfortable creating proposals that are more inclusive of sexual diversity rather than removing or throwing out the data collected. Sexuality has many forms and behaviors and limiting the majority of research to heterosexual ‘penile to vaginal’ intercourse leaves out a lot of sexual behavior for all sexual claimants. More research that focuses on sexual behavior in general- including sexual behavior that is socially distasteful such as bestiality- will create a solid baseline on human sexuality, theoretically creating new understanding of human relationships and behavior. The implications of a deeper understanding of human sexual diversity and behavior can be huge as sexual desire and behavior affects so much of ‘the human condition’ and can affect the research of many scientific subjects including biology, psychology, sociology, etc.

Other implications of this research are the ways that the aggregated data could be used to not only shape public school curricula, but also public policy towards education and sexual diversity in our society. In our current political climate and in many communities both in America and around the world, living openly as a sexually diverse individual can come with significant negative consequences from families, communities, and society at large. Using solid research to work towards greater understanding and tolerance of sexual diversity in our society can bring about higher levels of personal and economic success and reduce the negative consequences of sexual diversity that not only harm individuals, but our society as a whole. Civil protections for sexually diverse individuals in housing, the workplace, medical care, family and relationship development, personal safety, and social safety nets could have immense consequences for our society as a whole. Whether these consequences are positive or negative will be determined by the civil protections developed, implemented and disseminated to our society as a whole.

Conclusion

There are many assumptions made about the sexualities and sexual behavior of American adolescents. While there have been numerous studies of some forms of adolescent sexual behavior, there has been very little research on sexual diversity and behavior. I argue that the previous research performed and used to determine the curricula disseminated to public school adolescents is too limited and too politicized to create effective, comprehensive programs. Assumptions about the sexualities of teachers, religious preferences in teaching, how curricula is taught to students, the sexualities of students themselves, political viewpoints, and the needs for a stable society create hurdles for effective and positive sexual education. Assumptions are not always correct and can leave the majority of adolescents without any real information on how to make positive choices with their sexuality and behavior. These negative consequences- including disease and pregnancy-come at both an individual and societal cost. This research will be instrumental in changing the focus of sexual education curricula towards an effective comprehensive program for all students which can truly be used to minimize the negative consequences currently faced by American youth and bring the statistics of these consequences closer to the lower numbers found in other first world nations. As a foundation for further study, this research can be used to more fully understand the true spectrum of sexual diversity and behavior in our society and lead towards more tolerance and understanding throughout society as a whole.

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #2

* Second part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Literature Review portion of the paper.

Literature Review

There has been much discussion and disagreement about how the subject of sexual education should be taught in schools and what information should be provided in those classes. This discussion has included parents and schools as well as local, state, and federal governments and influence has flowed both ways. These conversations tend to revolve around concerns about government involvement in family life and sexual education, parental control of the information taught, moral values that might be included in sexual education, and what constitutes age appropriate sexual behavior. (Shtarkshall et al., 2007) The history of sexual education, which recently has enjoyed a increase in research and publications, illuminates a wide variety of curricula and the ways and means of teaching them. (Blout, 2016) It appears that the only consistency in the teaching of sexual education is the controversy and the zeal of the advocates and reformers that are drawn to it.

Over the last few decades, there has been much research has focused on whether different methods of sexual education have been ‘successful’ in terms of stated goals and the desires of the community. However, even here there is disagreement as to what the goals of sexual education programs are: whether to promote safe sexual behaviors in the events of the initiation of sexual experience, prevent negative consequences of sexual behavior such as sexually transmitted disease and pregnancy, or to restrict any sexual behaviors by individuals before marriage for moral or social reasons. It is also difficult to determine whether curricula or outcomes of sexual education are successful because its difficult to collate data across diverse studies. New research provides data that can be used for changing current programs and making them more efficient and successful for students. As it is generally accepted that public schools are the one institution in our society that is regularly attended by most young people, it is schools that have the widest opportunity and responsibility for teaching and addressing sexual risk taking behaviors. (Kirby et al., 1994; Silva, 2002) While limited sexual education has been available to young people for decades, “the AIDS epidemic would change the way many people viewed sexual education; the question was no longer whether schools would teach sexual education; it was what they would teach, and how, and to what end.” (Zimmerman, 2015)

For the purposes of clarity throughout this review, I would like to clearly define a few terms that will be used going forward:

Abstinence-only sexual education is typically defined as curricula that tell learners that they should wait to participate in sexual intimacy until they are married. (Kirby et al., 1994) These programs may also contain extra lessons on self esteem, communication, decision making, life planning, and cooperative learning. (Denny et al., 2002) To receive federal funding, these programs must also comply with Section 510 A-H of Title V which includes: an exclusive purpose to teach the social, psychological and health gains that are achieved through sexual abstinence, that abstinence is the expected standards for all students and the only certain way to avoid STD’s and pregnancy (Kohler et al., 2008), that a mutually faithful monogamous relationship in the context of marriage is the expected social standard and that sexual activity outside of marriage is likely to have harmful consequences for the student, potential children, and society. It must teach students how to reject sexual advances, how alcohol and drug use increase vulnerability to sexual advances, and the importance of attaining self sufficiency before engaging in sexual activity. (Rubenstein, 2017) Federal law also states that programs that use federal funds can not teach about contraceptives except to emphasis failure rates. (Jeffries et al., 2010)

Comprehensive sexual education (CSE) is defined as programming that seeks to postpone early sexual involvement, but also discusses both abstinence and contraception (the different methods available, instructions for use, etc.) as well as HIV/AIDS prevention. Some comprehensive programming also teaches other pertinent topics: human development and puberty, reproductive anatomy and health, pregnancy and prenatal care, consent, development of positive relationships, decision making, communication and interpersonal skills, and intimacy. (Kirby et al., 1994) Also, this type of sexual education may, if allowed by law, discuss sexual assault, sexual orientation, other sexual behaviors, and gender identity. (Jeffries et al., 2010)

One of the most important and easily quantifiable reasons that successful sexual education is needed can be seen in the recent statistics released for 2015 from the Centers of Disease Control. In that year, a total of 229,715 babies were born to women between the ages 15–19 years, for a birth rate of 22.3 per 1,000 women in this age group. In the same year, young adults (aged 13-24) accounted for an estimated 22% of all new HIV diagnoses in the United States. Half of the nearly 20 million new STDs reported each year were diagnosed in individuals between 15 to 24 years of age. (CDC, Sexual 2017) While 2015 shows birth rates for American teenagers at a record low with evidence suggesting the declines are due to abstinence and consistent contraception use, the teen pregnancy rate in the United States is still substantially higher than in other western industrialized nations, and racial/ethnic and geographic disparities in teen birth rates persist. (CDC, Teen 2017; Stanger-Hall and Hall, 2011)

Because we as a society have determined that pregnancy and sexually transmitted diseases are unfavorable outcomes for adolescents, research identifying distinguishing characteristics in effective sexual education programs- whether comprehensive or abstinence-only- is key. According to Kirby et al., effective programs used social learning theories such as social cognitive theory, social inoculation theory, and cognitive behavioral theory, etc. as a foundation for program development and included a narrow focus on reducing sexual risk-taking behaviors that may lead to STD’s or unintended pregnancy. (1994) According to Jeffries et al., more than 140 national scientific organizations acknowledge that CSE can effectively meet adolescents’ sexual needs. Their conclusions are based upon numerous findings that CSE effectively promotes abstinence and may delay sexual debut, reduce sexual frequency, reduce the number of lifetime sexual partners, reduce the risk of STD transmission, and increase the likelihood of consistent contraceptive use. (2010) Silva, who analyzed the success rates of several studies, found that some studies believe that more parental involvement in teaching sexual behavior may have contributed to higher abstinence rates; however, she acknowledges that parents who were willing and able to participate in these programs may differ in important demographic or lifestyle characteristics from those who did not participate, possibly skewing the data collected. (2002) Through research based on a national analysis of all state data available, Stanger-Hall and Hall show that abstinence-only education doesn't reduce, and likely increases teen pregnancy rates, while comprehensive sexual education that included abstinence as a desired behavior was correlated with the lowest teen pregnancy rates across states. (2011) However, all of these studies have some limitations which make for a shaky foundation when creating new programs and protocols for more effective sexual education. As suggested by Silva, research in sex education could be greatly improved if more efforts were directed to test interventions utilizing random controlled trials, measuring intervening variables variables and a more careful and detailed reporting of the results. (2002)

One clear oversight in both abstinence-only and many comprehensive sexual education programs is the recognition and teaching of sexual diversity. Very little research has been completed with a view to understanding how to recognize and teach individuals who claim a sexuality other than heterosexuality and students who report any form of sexuality other than heterosexuality are removed from studies to keep the results consistent for the majority population studied. For example, Kohler et al. specify in their research that “Individuals reporting sexual orientation other than heterosexual were also excluded as programs do not address same-sex behaviors.” (2008) Denny and Young state that in their questionnaires that sexual intercourse is defined as “ the male’s penis is in the female’s vagina” while Weed and his group of researchers measured data based on “virgin students who went on to have vaginal sexual intercourse.” (2006; 2008) Valenti writes that educators in abstinence-only sexual education are mandated to define the term ‘marriage’ as only “a legal union between one man and one women as a husband and wife” and the word ‘spouse’ as only “a person of the opposite sex who is a husband or wife” (Valenti, 2009) Luker notes in her book that she restricted herself to heterosexuality discussions “as the public discussion itself did.” (2006) Blount states that same sex desire and gender nonconformity have been so strenuously and consistently rooted out of sexual education curricula that the need for rigorous scholarship and additions to sex education protocols is significant. (2016)

This oversight in the acknowledgment and instruction of sexual diversity has come at a high cost to LGBTQI students and young adults. Among young people (aged 13-24) diagnosed with HIV in 2015, 81% were gay and bisexual males. (CDC, Sexual 2017) Data provided from the 2015 National Youth Risk Behavior Survey of surveyed LGBT students states that these students are at an increased risk of being threatened, bullied, or injured on school property or online. LGBT students are also at an increased risk of sexual and physical dating violence, and rape. (no author, LGBT…2017) These students are more likely to have problems with depression and are four times more likely to commit suicide than heterosexual youth. (Frieden et al., 2015) Eight states- Alabama, Arizona, Louisiana, Mississippi, Oklahoma, South Carolina, Texas, and Utah- limit what teachers can say about homosexuality and some of these states require inaccurate information to be shared with students. (Segal, 2017) For instance, Alabama education law requires that sex education programs emphasize that homosexuality is not a lifestyle acceptable to the general public, that homosexual conduct is a criminal offense under the laws of the state, and prevents educators from mentioning “that some methods of sex are safe methods for homosexual sex.” (Rubenstein, 2017) Hess notes that if some abstinence-only providers mention homosexuality, it is mentioned as a lifestyle with shocking negative consequences that can only be solved by marrying someone of the opposite gender. (2010) Therefore, students who do not identify as heterosexual may not find any mention of sexual diversity in their taught curriculum and, if it is mentioned, only negative or possibly inaccurate information is provided. It is important to note that until recently, same sex marriage was not an available option for homosexual individuals, effectively telling these students that they must remain celibate throughout their life span. While the legal union of marriage is now open to either heterosexual or homosexual relationships, many sexual education programs still teach that if you are homosexual, you must remain abstinent unless you marry a partner of the opposite sex. (Hess, 2010) Lastly, teachers who identify as LGBTQI fall in the minority and it can still be a challenge for a teacher that is known to identify as other than heterosexual to keep a teaching job. This discrimination suggests to students that their sexuality can affect future employment unless closeted. (Jennings, 2005; Jackson, 2007)

Another significant problem with specific abstinence-only curricula is how these lessons are taught: metaphors used, abstinence decisions as absolutes, etc. Most abstinence-only curricula do not discuss consent or sexual assault, but do use metaphors that imply that sexual activity degrades the female body. (Valenti, 2009) These metaphors include licked cupcakes or chocolate, sharing cups of spit, chewed up gum, old and worn out shoes, a piece of tape, a rose with no petals, etc. (Rubenstein, 2017) When these metaphors are used or demonstrated to students, many students who have been victims of sexual assault see themselves as broken, dirty, or worthless. These metaphors increase feelings of shame, anger, and embarrassment in victims-- most of whom are women. (Valenti, 2009) Another drawback to using these metaphors is that the use of them can diminish the self worth of individuals who choose to have sex and make them more vulnerable to other health conditions such as depression, eating disorders, etc.

Therefore, it is vitally important that research is conducted and programs tailored to use successful strategies for teaching sexual education to students. An abbreviated listing of sexual education laws per state was compiled by the Guttmacher Foundation in early 2017 which found only 13 states require that the information taught in sexual education protocols must be medically accurate, only eight states require the teaching should be ‘culturally appropriate and unbiased’, and only two states require that sexual education teachings cannot promote religion. (no author, Sex 2017) According to Blount, no program will be successful until the curricula recognize young people as sexual beings, a viewpoint that defies many community assumptions about the sexual innocence of youth. He also states that researchers need to recognize or acknowledge the sexuality of adults who work with adolescents instead of the current standard of assumed asexuality or sexual purity of school workers as a class. (2016) It should also be a given that teachers’ beliefs about the content of sexual education curricula may influence what they teach their students despite what is specifically in the curriculum itself. (Jeffries et al., 2010) Zimmerman suggests that no program will be successful if, at its core, the goals are to control sexuality by fear. (2015) As there is so little consensus on what to teach, how to teach it, when to teach it and what aspects of programs are the most successful, it is vital to encourage further research and scholarship into the matter.

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: An Introduction

This post is an introduction to the next few post sharing a term paper that I completed for a class that I took that focused on sociology and education. The paper is long so I intend to break it into a few posts and I will have a post listing all sources for those who are interested. This topic is near and dear to my heart as I didn't feel like I got a very healthy view of sexuality from my public and religious education and I wondered how widespread disinformation or a lack of information was being taught. Turns out, its really more common than I expected. If fact, it appears that a lack of comprehensive sexual education is the norm and not an outlier at all.

I hope my readers enjoy the paper and, per usual, I am interested in your critique and comments. Enjoy.

List of Support Resources for LGBTQI Individuals in Maine

My choice of a Praxis project came about in a roundabout way. Earlier in the semester, I was worried about an individual who was in an abusive relationship and she ended up leaving with her children. She spent some time with other friends until she got her restraining order and was able to find some resources to help her get back on her feet. When I realized she was ready to leave, I started trying to find out what resources were available locally and went to Google- A funny saying of some of my friends that like to tweak church sayings is “If any of you lack wisdom, let him ask of Google, who giveth to all men liberally….” :) What I found was that the first six sources I found were no longer current and only one of the next few was still operating. I ended up spending hours on the phone and chatting with people trying to find the available resources. As I thought of a praxis project for this class, I realized that an individual who was thinking of coming out to friends and family about their gender or sexual status might also want to look for some resources online for support and help. I found the same exact experience as I had found when attempting to discover resources for domestic violence. So many listings and so few were still open, available, etc…. So this project was born. The majority of these sources have been personally contacted to make sure that they are available and that the small blurbs I put with them give a good idea of what the organization would like to provide in support or resources. I have left some sources off the list that were offered to me…. This list is a bit long and I am out of time…. at least for now. I am hopefully that the University will use this list as they see fit to help and benefit others in their student bodies and in their communities. I have tried to list sources from all over to make sure that no matter where in Maine someone finds this list, they will at least have a starting point to help with their concerns and unique journey.

I would like to give a special thanks to three people who took their time and went out of their way to give me some resources that they have been collecting to share with others and I have agreed to give them a copy of this paper. They are W. Smith, S. Hayes and S. Bock. I cannot express my appreciation of their encouragement and help enough. Any mistakes are mine alone. Please contact me for a better formatted copy if you wish.

AIDS Education / Resources

• AIDS Consultation Service (Virology Treatment Center- 48 Gilman St, Portland, 207-662-2911
• Health Equity Alliance (Ellsworth) : 25 Pine St, Suite A, open Monday through Friday 8 to 4 pm, 667-3506
• Health Equity Alliance (Bangor): 106 Pine Street, open Monday through Friday, 207-990-3626
• Frannie Peabody Center : 30 Danforth ,Suite 311, Portland, ME 207-749-6818 info@peabodycenter.org

Educational /College Resources

• Bowdoin University – Queer/Straight Alliance, 24 College Street in Brunswick. To join contact bgsa@bowdoin.edu or 1800-290-2682
• Colby College- ‘Bridge of Colby College’, 5920 Mayflower Hill in Waterville, 207-872-3635 or bridge@colby.edu
• Husson University- 10% Solutions: a GLTBQ support group for students and staff on Monday evenings, FMI call 941-7990 or
• Thorton Academy Gay-Straight Alliance, 438 Main St, Saco, ME 04072, 207-282-3361. Advisor is Kate Timberlake and can be reached at Kate.Timberlake@thortonacademy.org
• University of Maine Orono Rainbow Resource Center: Located at LGBTQ services, Division of Student Life, 5768 Memorial Union, room 224, Orono, 207-581-1439. Open Monday through Friday 8 to 4:30pm. Open to anyone: for more information, meredith.hassenrik@maine.edu
• University of Maine Gay Straight Alliance, 181 Main St, Presque Isle, ME, 207-581-1439
• University of Maine Machias: offers many services to students including safe zones, physical and mental health services, training on LBGTQ concerns, gender neutral housing and restrooms, as well as the opportunity to change names and gender within its academic system, 207-255-1305
1. 100% Society- advocates awareness and acceptance of everyone. Meetings are confidential. Hosts meetings, trainings and activities throughout the year. Meets weekly on Thursdays at 5pm in Kimball Hall, lkuntz@maine.edu or 207-255-1244
• University of Southern Maine Libraries: has a large collection of primary sources, books, and the largest LGBTQ newspaper archives. For more information, go to
http://usm.maine.edu/library/specialcollections/lgbt-overview
http://usm.maine.edu/library/specialcollections/lgbt-collection
http://usm.maine.edu/library/specialcollections/lgbt-resources
• University of New England-Office of Intercultural Student Engagement. Gay/Lesbian/Bi/Friends Alliance: 11 Hills Beach Road, Biddeford, ME, 207-283-0171
• University of Southern Maine Center for Sexualities and Gender Diversity: Located in the Woodbury Campus Center on the Portland Campus, the Center for Sexualities and Gender Diversity (the CSGD) provides a space for students to connect, get resources, hang out, do homework, meet one another, and more! Provides referral information, a lending library, internships and work study positions at the center.

Faith and Religion

• The BTS Center – (Bangor Theological Seminary), 207-774-5212
• Circle of Hope Ministry- found in Portland with special outreach to LGBT community members. FMI, mccclergy@aol.com
• Dignity USA/ Resource for GLBT Catholics, PO Box 376, Medford, MA, 1-800-877-8797, info@dignityusa.org
• Interfaith Network of Clergy and Faith Leaders, 122 Neal Street Portland, ME, 207-775-5758
• Unitarian Universalist churches- go to www.uua.org to find a welcoming church in your area
• Some websites that can help find a welcoming congregation in your area-http://www.believeoutloud.com/take-action/find-your-community
https://en.wikipedia.org/wiki/LGBT-affirming_Christian_denominations

General Practitioners / OB GYN / Specialists

• Mabel Wadsworth Center- Family planning which provides educational and clinical services to women regardless of sexual orientation. 700 Mt. Hope Ave #420, Bangor, ME, 207-94705337 or 362 Harlow Street, PO Box 918, Bangor ME 04402, 207-947-5337
• Maine Family Planning- Open Door Transgender Health care: services include hormonal transition therapy and monitoring for trans individuals 18 year old and over, on-site self-injection lessons and supplies for same, referrals to specialty providers and community resources including mental, behavior and medical providers. Located at 179 Lisbon Street, Lewiston, 207-795-4007
• Rosemary Prentice – Southern Maine Family Healthcare
3 Shape Drive
Kennebunk, ME
207-467-8988, 207-283-1407
• Voice and Swallowing Center of Maine – provides voice therapy and training to members of the trans community both in person and through telemedicine. Found at Waldo County General Hospital, 118 Northport Ave in Belfast, 207-338-2500 or www.mainespeechtherapy.org

Homeless Shelters
• Alfred: York County Shelter- 147 Shaker Hill Road, 207-324-1137
• Augusta: Bread of Life Shelter- for victims of domestic violence or single adults, 157 Hospital Street, 207-626-3479
• Bangor
1. Bangor Area Homeless Shelter- 263 Main Street, 207-947-0092 or info@bangorareashelter.org
2. Shaw house – for homeless or at risk youth, 136 Union Street, 207-941-2874 or 1-866-561-SHAW. Rick@shawhouse.us
• Ellsworth: Emmaus Shelter- 51 Main Street, 207-667-3962 (have a long waiting list)
• Farmington: Western Maine Homeless Outreach – 547 Wilton Road, 207-779-7609
• Portland: Preble Street (women’s shelter and youth shelter), 38 Preble Street, 207-775-0026
• Presque Isle: Sister Mary O’Donnell Shelter- 745 Central Drive, must be 18 years old or with parents, program based, drug and alcohol free
• Rockport: Midcoast Hospitality House, 169 Old County Road, must be 18 years old or with parents/guardian
• Rumford: Rumford Group Homes, 346 Pine Street, program based with an intake assessment different homes and shelters based on needs, 207-364-4474
• Waterville: Mid Maine Homeless Shelter- 19 Colby Street, must be 18 or over but will help needy youth find housing if need be, drug and alcohol free

Lawyers / Legal Organizations
• Gay and Lesbian Advocates and Defenders : 30 Winter Street Suite 800, Boston MA, 1-617-426-1350, gladlaw@glad.org
• Maine Civil Liberties Union: 401 Cumberland Ave, Suite 105, Portland, ME, 207-774-5444, fax 207-774-1103, info@mclu.org
• Maine Volunteer Lawyer’s Project, PO Box 547 in Portland, 1-800-442-4293. Website : www.vlp.org
• Seacoast Law and Title- Mary Anne Martell, 240 Main Street, Westbrook, 207-591-7880, law@seacoastlawme.com
• Warren, Currier, and Buchanan – Brenda M. Buchanan, 57 Exchange St. in Portland, 207-772-1262 or brenda@wacubu.com
• Vogel and Dubois- Mathew R. Dubois, 550 Forrest Ave, suite 205 in Portland, 207-761-7796, mdubois@maine-elderlaw.com

Local Support Groups

• Bangor- MTN Trans Only, 1st Monday of the month (6:00-7:30), 106 Pine Street
• Brunswick – MTN Trans Only, 2nd Friday of the month (6:00-7:30), 24 College St, Bowden College
• Ellsworth - Gay Guyz Group (GGG), meetings on the second Wednesday of every month at various locations, 207-667-9482 or wayne@mrlanguage.com
• Ellsworth- Down East Gender Diversity Group:
1. Trans Ally – 3rd Sundays at 3pm, Health Equity Alliance Building, 25 Pine St, Suite A
2. Trans Only – 1st Sundays at 3pm, Health Equity Alliance Building, 25 Pine St, Suite A
• Kennebunkport- Gender Innovation, Trans youth programming, for more info contact giadrew2@gmail.com
• Lewiston- MTN, 3rd Friday of every month, Center for Wisdom’s Women, 97 Blake Street
• PFLAG Machias- meets every second Wednesday of the month at 6:30 pm at the Centre Street Congregational Church on 9 Center Street in Machias. 207-255-1288 or downeastpflag@gmail.com
• Portland – Bare Bears- a gay / bisexual nudist (male) group that meets on the second Saturday of every month in South Portland, barebearsmaine@yahoo.com
• Portland- Maine TransNet:
1. Trans only- 1st Wednesday of the month (6:00-8:30pm), Maine Medical Center, Dana Health Education Center, 22 Bramhall Street
2. Allies Only- 1st Wednesday of the month, (6:00-8:30pm), Maine Medical Center, Dana Health Education Center, 22 Bramhall Street
3. Trans and Allies- 3rd Wednesday of every month, (6:00-8:30), Maine Medical Center, Dana Health Education Center, 22 Bramhall Street
4. Non-Binary- 3rd Tuesday of the month, (7:00-8:30pm), Maine Medical Center, Dana Health Education Center, 22 Bramhall Street
5. TYEF- Youth and Parents Groups, for more information, contact contact@transyouthequality.org
• Waterville- mixed group, last Friday of the month at 6pm, Pleasant Street Methodist Church, 61 Pleasant St, Waterville, ME · (207) 872-7564

Organizations for Support

• All About Guys: is a group of guys (GSB or questioning) getting together to meet in healthy and safe ways to socialize and talk. Meetings in Lewiston/Auburn on the 1st and 3rd Mondays of each month and meetings in Brunswick on the 2nd and 4th Monday of the month. Also offers some STD prevention services and supplies, 207-725-4955. Website: www.allaboutguys.org
• Equality Maine: works to secure full equality for LGBTQ individuals in Maine through political action, group organizing and collaboration. Can provide resources for local support. Located at 550 forest Ave, suite 101, Portland, ME, 207 761-3732, info@equalitymaine.org
• Family Affairs Newsletter – a twice monthly free social activities newsletter for GLBTQ individuals that also doubles as a business directory, classifieds and community bulletin board. FMI, zack@familyaffairsnewsletter.org
• Gay- Lesbian Phone Line of Maine – Hotline for individuals, friends and family members offering information and support. 1-800-468-2088 or 498-2088
• Gay Maine – the lesbian/ gay directory to gay owned and gay friendly places in Maine including bars, clubs, hotels, restaurants and more. www.gaymaine.com
• GLSEN (Gay Lesbian Straight Education Network) supports ‘Gay-Straight-Trans’ alliances/ student clubs in high schools and middle schools to work to reduce hate language and harassment inside schools. Is currently working with 40% of Maine’s high schools as well as periodic regional meetings for trainings and leads presentations for organizations and the legislature.
1. Portland - PO Box 10334, 207-619-1417 or glsensomaine@gmail.com
2. Ellsworth – PO Box 373, 207-217-9873 or downeastme@chapters.glsen.org
• Living Queer Here! - A radio show on station WERU that is aired the 4th Thursday of every month at 10-11am. Various topics are covered. Can be listened to in the greater Blue Hill area on frequency 89.9 FM, in the Bangor area on frequency 102.9 FM, and streams on the web at www.weru.org. WERU also broadcasts the nationally syndicated GLBTI show, ‘This Way Out’ every Wednesday afternoon from 4 - 4:30 pm.
• Maine Gender Resource and Support Service (MEGRESS) - provides education, information and consulting for transgender and intersex individuals in Maine. PO Box 1894 in Bangor, 207-862-2063 or megress@tds.net
• Maine Transgender Network, Inc.: provides support and resources for transgendered individuals and their families/significant others with support groups in Portland and Bangor. www.mainetransnet.org , PO Box 1034, Westbrook, ME mtn@mainetransnet.org
• Maine TransYouth Equality Foundation: provides education, advocacy, and support for transgender and gender non-conforming youth and their families to help foster a healthy caring, and safe environment for all transgendered children. contact@transyouthequality.org
• Out! As I Want to Be: A supportive and empowering organization for individuals 22 years old or younger. Has twice weekly drop in programs as well as community education. Drop in at 328 Main Street, Suite 305 in Rockland. 1-800-530-6997 or .outmidcoast@gmail.com Also sponsors a radio program on Wednesday nights that is supportive of GLTBQ and intersexed individuals aged 14-22 that can be found if you tune your radio dials to WRFR - 93.3 (Rockland) or 93.9 (Camden).
• Out and Allied Theater: created through the Waterville Inclusive Community Project which works to create safe and welcoming communities for LGBTQ youth by using theater as a means to provide education to the community. Meets on Saturdays from 11am-2pm at Studio 93, 93 Maine Street in Waterville. 207-660-1672 or Markfair56@gmail.com
• Outright Lewiston-Auburn: creates a safe and affirming environment for youth under 22 years old. Friday drop in from 6pm – 8:30pm at the First Universalist Church of Auburn, info@outrightla.org 179 Lisbon St, Po Box 1038, Lewiston, 207-795-8956
• Parents, Families, and Friends of Lesbians and Gays: Po Box 8742, Portland, ME 04101, 207-774-3441. Helpline- 207-774-3441. PFLAGPORTLAND@aol.com Also found in Bangor – 36 East St in Bangor, 207-990-3626 or c35269@aol.com. Also Brunswick- 72 Woodside Rd, 207-725-6390, or shodgdon@blazenetme.net
• Portland Outright: youth driven program for LGBTQ individual and allies ages 14-22 in the greater Portland area. Drop in every Wednesday 6-8pm at 175 Lancaster Street, Portland, 207-828-6560 or 1-888-567-7600, portlandoutright@gmail.com or outright@outright.org
• Proud Rainbow Youth of Southern Maine : provides a safe and positive space for LGBTQ and allied youth 22 years and under offering social support and leadership, 343 Forest Avenue, rear entrance, 207-874-1030, info@commcc.org 165 Lancaster street Portland, 207-874-1030 ex 403, robert@commcc.org 43 Baxter Blvd, Portland, ME, 207-874-1030 prsym@commcc.org
• SAGE / Services and Advocacy for GLBT Elders – services and support for older individuals with drop in centers in Augusta, Bangor, Damariscotta, Ellsworth and Farmington. Monthly dinner in Portland and a monthly lunch in Bangor, PO Box 466 in Hancock, 207-809-7015 or doug@sagemaine.org. website: www.sagemaine.org
• Southern Maine Pride: 467 Congress Street, Portland, ME 04101, 207-650-8219 or 207-893-2550, info@southernmainepride.org
• The LinQ- serving the greater Farmington area and meets every Wednesday during the academic calendar year in the psychology building at the University of Maine-Farmington. Located at 234 Main Street from 7-9pm
• TransSupport Group: PO Box 4075 in Portland, 207-774-7029 or 207-642-6023

Runaway / Suicide Resources

• National Runaway Hotline (24 hours) : 1-800-786-2929
• National Suicide Prevention Initiative (24 hours) : 1-800-273-8255
• Statewide Crisis Hotline DHHS : 1-888-568-1112
• The Trevor Project: a leading national organization which provides crisis intervention and suicide prevention services to LGBTQ young people ages 13-24 years old. 1-866-488-7386, www.thetrevorproject.org


Therapists and Mental Health Clinics
• Auburn
1. Rebecca Hardy :207-743-9337
2. Paula Marcus-Platz: 207-784-8747
3. Melissa Snyder : 1-877-838-5741
• Augusta: Chris York: 207-662-9433
• Bangor
1. Maria Baeza : 207-942-2230
2. Penny Bohac-Cardelle : 207-942-8767
3. Jeanine Crockett: 207-942-1433
4. Cheryl Pelletier: 207-942-1483
• Bar Harbor
1. Lori R. Alley: 207-288-0594
2. Pamela Parvin: 207-288-5344
3. Barbara Peppey: 207-667-3277
• Belfast: Shelly Fein: 207-338-3111
• Bucksport: Diane Keubler: 207-469-0505
• Brunswick: William M. Barter: 207-854-4321
• Ellsworth
1. Marc Mylar: 207-667-2095
2. Sally Smith: 207-667-4042
• Hancock: Doug Kimmel: 207-669-4178
• Kennebunk
1. Dorothy Carlson: 207-985-7655
2. Denise Hammond: 207-251-1282
3. Fran Kessler: 207-332-8881
• Lewiston
1. Claire Bergeren: 207-753-0213
2. Stephen Hayes: 207-753-0323
3. Robin Rockett: 207-753-1462
• Portland
1. Rick Bouchard: 207-650-6450
2. Alexandra Bouvrette: 207-602-1636
3. Cindy Boyak: 207-662-0111
4. Frank Brooks: 207-780-6068
5. Jeremy Cole: 207-878-8001
6. Norma Kraus Eule: 207-650-1804
7. James Maier: 207-662-2004
8. Alex Roan: 207-408-1685
9. Laura Gottfried: 207-774-0046
10. Josh Kingsbury: 207-773-2828
• Presque Isle
1. Georgette Beaulieu: 207-764-8573
2. Robley H. Morrison: 207-768-5013
• Saco
1. Alexandra Bouvrette: 207-602-1630
2. Karen Neale Leary: 207-229-8006
3. Jane Thursten: 207-282-1500
• Wells : Rosemary Ananis : 207-646-6641
• Winthrop: Mary Fredricks: 207-524-3721
• York: Erin Latulippe: 207-415-8512

pictures from : http://www.mesmacnortheast.com/rainbow-hands-up/, http://all-free-download.com/free-vector/download/free-abstract-colorful-rainbow-vector-background_147996.html

Praxis Project Reflection

This semester, I have found myself pulled in many different directions. Between emergencies with friends, medical tests and physicians mumbling around me, I feel like this semester has flown by so quickly I haven’t gotten more than a few glimpses of what I was trying to gain… like a hummingbird I see the beauty and remember it but I have to keep going over my notes and writings to really pull up the clear full image that I had in front of me. I changed my ideas on a project a few times over the weeks from blog post biographies on my favorite feminists to a newsletter with basic articles for on different aspects of feminism…. to my final and completed project of resources for Maine individuals who identify as LGBTQI.

This project came about when an individual finally discovered that her fear of her husband was also her children’s fear… she discovered that he was hurting the children as well and they were terrified their father would kill her. She pretended to be ‘normal’ for two days while quietly making plans with friends and the moment her husband left for work on Monday with the only car, she walked out to meet a friend with her children and hasn’t gone back. She was lucky and even though the struggle with the courts is all encompassing still, they are safe. Those two days were awful, with several people trying to find what resources there were out there for her. Domestic violence resources are supposed to be prolific – and they are- but out of almost 50 searches, over half had disconnected numbers, were closed, had lost funding, were full and unable to help others, or even had very strict limitations. That same week, some of the readings combined with this particular experience, caused me to push aside what I had done and begin again. I wanted to see what resources that there might be pulled up on google and spent two hours writing up every source I found for LGBTQI resources in Maine. My goal was to create a comprehensive list and hoped that I was able to fill a few pages of solid and available resources to pass along to the university.

I learned a few things from this project. The first was that as I had predicted, most of the resources that I had carefully listed were either no longer operational or if they were, I had no information to find any new information for them through follow up searches. However, as I just started cold calling different people and organizations, I not only found more resources but also found people who were collecting some of the same information I was looking for. I found individuals who not only were enthusiastic that I was willing to spend the time creating this resource and were willing to help me, but were hopeful they could have a copy of it when completed to help community members near them. I had conversations with one group who was saddened that I had found them by accident and gave them ideas on my search so that they could try and make their organization come up in search engines instead of my lucky referral from a lawyer’s office. I also worked on it at work and as my project became locally known, I had a co-worker and a few patients quietly pull me aside and hand me a paper with an email or a phone number on it. I ended up having to leave resources off the list due to time constraints (I could probably spent another 25+ hours and have twice as many pages), but I feel really good about what I have. I was pleasantly surprised at how many resources there are around… even though so many parts of Maine are rural and far flung. I was also a bit surprised to find some organizations carefully not answering some of my questions and I realized that they didn’t want to be a resource, but could not come right out and say it – due to their funding models, personal opinions, etc.… (I did leave those groups off the list.)

I discovered that in some ways, those who identify as lesbian, gay, transgender, bi-sexual or intersex may have extra difficulties in finding resources and support even in areas that are known for being ‘liberal’. While there are so many resources, finding out about them was a significant amount of work and took quite a few resources to find. It appeared to me that just like my anonymous 'individual', when you are in a tough place, you really do need people with some social privilege and resources to help you find and access what you needed. I think this project was as successful as it could be with my limited time frame and the blinders of my own privilege- after all, I did choose what resources I left off the list due to time constraints… I have to wonder sometimes how things did or did not make the cut. I am hopeful that this assignment will have the forward removed by UMA and be copied and distributed wherever is appropriate. I am hopeful it will be useful to someone. Thank you.

picture from: http://all-free-download.com/free-vector/download/abstract_rainbow_background_vector_148022.html

Introduction to my Intersections Praxis Project

The next few days, I will be putting up two pretty large posts so I thought I would introduce them here. Last semester I took an Intersections class and we were able to make a choice as to a large and convoluted semester project. I am afraid I sent quite a bit of the semester trying to figure out a project and then came across my project idea from a comment at work and some contemplation. The project I chose was to try and develop as comprehensive a list as I could of LGBTQI resources in the state of Maine from emergency services to longer term mental health and medical services. The first post will discuss how I came up with the idea and how it became a reality and the next post will be the full list that I came up with and turned in for a grade. This list is accurate as of May 2016 and while it is missing a lot- due to lack of time or imagination, I wanted to share it here to make sure it is accessible (hopefully) if someone needs it. If you are reading this and want to add or change a resource, please feel free to let me know. :)